Fostering EFL learners´ literacies through local inquiry in a multimodal experience

Fomentando literacidades de estudiantes de inglés a través de investigaciones locales en una experiencia multimodal

Keywords: Community based pedagogies, classroom inquiry, multimodal literacies, EFL learning. (en_US)
Keywords: indagación en el salón de clase, pedagogías de comunidad, aprendizaje de lengua extranjera, literacidades multimodales (es_ES)

Abstract (en_US)

Addressing students’ social reality through the exploration of community inquiries in the English language class can create learning environments for developing students’ language and literacies. This paper addresses the ways in which community inquiries create opportunities for students to explore social and cultural issues in their neighborhoods using multimodality. It discusses the role community inquiries play in the development of literacy practices of a group of 10th graders in their EFL class. This descriptive qualitative project carried out at a public institution in the south of Bogotá, Colombia involved 40 participants. The goal of the project was to transform the way students relate to the community in order to create local knowledge. Data was collected through videotape recordings of students’ presentations, teacher’s journal, students’ interactions on Facebook, and students’ blogs over a two-year period. The findings reveal that teachers and students enacted a critical pedagogy through an inquiry curriculum that explored community issues and allowed participants to become inquirers of their own realities. Students’ language learning was evident in multimodal texts in English in their blogs, in the use of EFL in their oral presentations, and in their comments in response to peers on Facebook and their blogs.

Abstract (es_ES)

Abordar la realidad social de los estudiantes a través de la exploración de investigaciones en su comunidad en la clase de inglés permite crear ambientes de aprendizaje para desarrollar múltiples prácticas de lectura y escritura. Este artículo aborda la pregunta de qué formas las indagaciones sobre la comunidad crean oportunidades para que los estudiantes exploren aspectos sociales y culturales de sus barrios usando la multimodalidad. También discute el rol que las investigaciones de comunidad juegan en el desarrollo de prácticas de lectura y escritura de un grupo de estudiantes de grado 10 en su clase de inglés como lengua extranjera. Este proyecto es descriptivo y cualitativo y fue desarrollado en una institución pública en el sur de Bogotá, Colombia e involucró 40 participantes. La meta del proyecto fue transformar la manera como los estudiantes se relacionaron con la comunidad para crear conocimiento local. La información fue recolectada a través de grabaciones de las presentaciones de los estudiantes, el diario del profesor, las interacciones de los estudiantes en Facebook y el blog de los estudiantes en un periodo de dos años. Los hallazgos revelan que los profesores y los estudiantes promulgaron una pedagogía crítica a través de un currículo basado en indagación que explora asuntos de la comunidad y permite que los participantes se conviertan en investigadores de sus propias realidades. El aprendizaje de lengua extranjera de los estudiantes fue evidente en los textos multimodales en inglés, en sus blogs, y en el uso del inglés, en presentaciones orales y en sus respuestas y comentarios a sus compañeros en Facebook y en el blog.

Downloads

Download data is not yet available.

References

Blattner, G. & Melissa Fiori (2011). Virtual Social Network Communities: An Investigation of Language Learners’ Development of Sociopragmatic Awareness and Multiliteracy Skills. CALICO Journal, 29(1), p-p 24-43.

Burns, A. (2001). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

Clavijo, A. (2015a). Implementing Community Based Pedagogies with Teachers in Colombia to enhance the EFL curriculum. En Perales, M. y Méndez, M. (Eds.). Experiencias de docencia e investigación en lenguas extranjeras. pp. 31-43. Chetumal, México: Editorial Universidad Quintana Roo.

Clavijo, A. (2015b). Research tendencies in the teaching of English as a foreign language. Colomb. Appl. Linguist. J. Vol. 17 No.1. pp. 5-10.

Dewey, J., (1990). The school and society: And, the child and the curriculum. Chicago, IL: University of Chicago Press.

Dewey, J. (1997). Experience and education. New York, NY: Simon & Schuster.

Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum.

Garcia, O (2009) Education, Multilingualism and Translanguaging in the 21st Century. Chapter 8 in Social Justice through Multilingual Education. Multilingual Matters. USA. British Library

Haverback, H. (2009). Facebook: Uncharted territory in a reading education classroom. Reading Today. Vol. 27, No. 2. (October 2009) Key: citeulike:6130838

Hubbard, & Miller (1999) Living the Questions: A Guide for Teacher-Researchers. US: Stenhouse Publishers

Johnston, R. & J. Davis. (2008). Negotiating the dilemmas of community-based learning in teacher education. Teaching Education. 19:4, 351-360

Kress, G. R. (2003). Literacy in the new media age. London, UK: Routledge.

Kozinets, R.V. (2010). Netnography: Doing ethnographic research online. U.S.: Sage Publications.

Kretzmann, J. P., & McKnight, J. L. (1993). Building Communities from the inside out: A path toward finding and mobilizing a community’s assets. Chicago, IL: ACTA Publications. Retrieved from: http://www.abcdinstitute.org/publications/downloadable/

Majid, A.H.A., Stapa, H.S. & Keong, C.Y. (2012). Scaffolding through the blended approach: Improving the writing process and performance using Facebook. American Journal of Social Issues and Humanities. 2(5), 336-342.

Mills, K. (2011). The multiliteracies classroom. Bristol, UK: Multilingual Matters.

Medina, R.A, Ramirez, L. M., & Clavijo, A. (2015). Reading the community critically in the digital age: a multiliteracies approach. In P. Chamness Miller., Mantero. M. & Hendo. H (Eds). ISLS Readings in Language Studies: Vol. 5. Pp.45-66. Grandville, MI: International Society for Language Studies

Murrell, P. C. (2001). The community teacher: A new framework for effective urban teaching. New York, NY: Teachers College Press.

Norizan Abdul Razak1, Murad Saeed1 & Zulkifli Ahmad1, Adopting Social Networking Sites (SNSs) as Interactive Communities among English Foreign Language (EFL) Learners in Writing: Opportunities and Challenges. English Language Teaching. Vol. 6 No.11. 187-198

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman.

Quintero, L. (2008). Blogging: A way to foster EFL writing. Colomb. Appl. Linguist. J. Vol.10, 7-49.

Reyes, N. (2012). Engaging EFL learners in community based activities to develop their literacy processes in EFL. Unpublished master thesis. Universidad Distrital Francisco José de Caldas, Bogotá.

Rincon, J. (2014). Fostering students’ inquiry skills through community based pedagogies. Unpublished master thesis. Universidad Distrital Francisco José de Caldas, Bogotá.

Scheter, S., Solomon, P. & Kittmer, L. (2003). Integrating Teacher Education in a Community Situated School Agenda. In Scheter, S. & Cummins, J. (Eds.) Multilingual Education in Practice: Using diversity as a resource. Porstmouth, NH: Heinemann.

Sharkey, J., (2012). Community-based pedagogies and literacies in language Teacher Education: Promising Beginnings, Intriguing Challenges. Retrieved from: http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/viewFile/11519/10493 2012 Ikala.

Shih, R.C. (2011). Can Web 2.0 assist college students in learning English writing?. Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology. 27(5), 829.845.

Short, K. G. (2009). Inquiry as stance on curriculum. In Taking the PYP forward. Woodbridge, UK: John Catt Educational Ltd.

Somerville, M. (2010). A place pedagogy for ‘global contemporaneity’. Educational Philosophy and Theory, 42, page numbers. doi:10.1111/j.1469-5812.2008.00423.x

Warschawer M, & Kern R (Ed). (2000). An Electronic Literacy Approach to Network-Based Language Teaching Network-Based Language Teaching: Theory and Practice. Cambridge: Cambridge University Press

Wells, G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge, UK: Cambridge University Press.

Wells, G., & Claxton, G. (2002). Learning for life in the 21st century: Sociocultural perspectives on the future of education. Oxford, UK: Blackwell Publishers.

Whitin, P., & Whitin, D. J. (1997). Inquiry at the window: Pursuing the wonders of learners. Portsmouth, NH: Heinemann.

How to Cite
Rincón, J., & Clavijo-Olarte, A. (2016). Fostering EFL learners´ literacies through local inquiry in a multimodal experience. Colombian Applied Linguistics Journal, 18(2), 67-82. https://doi.org/10.14483/calj.v18n2.10610
Published: 2016-07-18
Section
Research Articles